Teaching pack · Year 9 Probabilityseegongsik /au
Relative Frequency and Combined Events: a week of ready-to-teach maths
Five days of lessons for Year 9 Probability. Print this pack and the week is prepared.
AC9M9P02
calculate relative frequencies from given or collected data to estimate probabilities of events involving “and”, inclusive “or” and exclusive “or”
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Relative frequency settles”, “A two-way table”, “And: the overlap”, “Inclusive or: include both”, “Exclusive or: not both”.
seegongsik.com/au/y9/probability/AC9M9P02
Aligned to Australian Curriculum V9 (AC9M9P02). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Relative frequency settles | Practise the idea with talk, board and worksheet | Board: Relative frequency settles |
| 2 | A two-way table | Practise the idea with talk, board and worksheet | Board: A two-way table |
| 3 | And: the overlap | Practise the idea with talk, board and worksheet | Board: And: the overlap |
| 4 | Inclusive or: include both | Practise the idea with talk, board and worksheet | Board: Inclusive or: include both |
| 5 | Exclusive or: not both | Practise the idea with talk, board and worksheet | Board: Exclusive or: not both |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on relative frequency and combined events. Ask: What did you practise today?
seegongsik.com/au/y9/probability/AC9M9P02/pack
Day 1 · Teacher planDay 1 of 5
Relative frequency settles
Children practise “Relative frequency settles” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain relative frequency settles in Year 9 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Relative frequency settles”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Relative frequency settles”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Relative frequency settles” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about relative frequency settles.
Day 1 · Worksheet
Relative frequency settles
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
A two-way table
Children practise “A two-way table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a two-way table in Year 9 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A two-way table”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A two-way table”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A two-way table” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a two-way table.
Day 2 · Worksheet
A two-way table
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
And: the overlap
Children practise “And: the overlap” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain and: the overlap in Year 9 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “And: the overlap”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “And: the overlap”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “And: the overlap” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about and: the overlap.
Day 3 · Worksheet
And: the overlap
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Inclusive or: include both
Children practise “Inclusive or: include both” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain inclusive or: include both in Year 9 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Inclusive or: include both”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Inclusive or: include both”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Inclusive or: include both” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about inclusive or: include both.
Day 4 · Worksheet
Inclusive or: include both
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Exclusive or: not both
Children practise “Exclusive or: not both” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain exclusive or: not both in Year 9 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Exclusive or: not both”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Exclusive or: not both”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Exclusive or: not both” on screen for the main block.
seegongsik.com/au/y9/probability/AC9M9P02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about exclusive or: not both.
Day 5 · Worksheet
Exclusive or: not both
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Relative Frequency and Combined Events
Cut out. Hold up a card and give an example.
Relative frequency settles
Give an example.
A two-way table
Give an example.
And: the overlap
Give an example.
Inclusive or: include both
Give an example.
Exclusive or: not both
Give an example.
Store in an envelope labelled AC9M9P02.
Mini-check · End of week
Show what you know: Relative Frequency and Combined Events
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (relative frequency and combined events) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.